Hence the following statement simply reports various lines of inquiry started during the last five years, with some of the results more recently indicated. These results can, of course, make no claim to be other than tentative, excepting in so far as a more definite consciousness of what the problems are, clearing the way for more intelligent action in the future, is a definitive advance. It should also be stated that practically it has not as yet been possible, in many cases, to act adequately upon the best ideas obtained, because of administrative difficulties, due to lack of funds—difficulties centering in the lack of a proper building and appliances, and in inability to pay the amounts necessary to secure the complete time of teachers in some important lines. Indeed, with the growth of the school in numbers, and in the age and maturity of pupils, it is becoming a grave question how long it is fair to the experiment to carry it on without more adequate facilities. In coming now to speak of the educational answers which have been sought for the psychological hypotheses, it is convenient to start from the matter of the stages of growth. The first stage (found in the child say of from four to eight years of age) is characterized by directness of social and personal interests, and by directness and promptness of relationship between impressions, ideas, and action. The demand for a motor outlet for expression is urgent and immediate. Hence the subject-matter for these years is selected from phases of life entering into the child’s own social surroundings, and, as far as may be, capable of reproduction by him in something approaching social form—in play, games, occupations, or miniature industrial arts, stories, pictorial imagination, and conversation. At first the material is such as lies nearest the child himself, the family life and its neighborhood setting; it then goes on to something slightly more remote, social occupations (especially those having to do with the interdependence of city and country life), and then extends itself to the historical evolution of typical occupations and of the social forms connected with them. The material is not presented as lessons, as something to be learned, but rather as something to be taken up into the child’s own experience, through his own activities, in weaving, cooking, shopwork, modeling, dramatic plays, conversation, discussion, story-telling, etc. These in turn are direct agencies. They are forms of motor or expressive activity. They are emphasized so as to dominate the school program, in order that the intimate connection between knowing and doing, so characteristic of this period of child life, may be maintained. The aim, then, is not for the child to go to school as a place apart, but rather in the school so to recapitulate typical phases of his experience outside of school, as to enlarge, enrich, and gradually formulate it.